We can have facts without thinking but we cannot have thinking without facts.

To savages it would seem preposterous to seek out a place where nothing but learning was going on in order that one might learn.

The devotion of democracy to education is a familiar fact. . . . [A] government resting upon popular suffrage cannot be successful unless those who elect . . . their governors are educated.

One might as well say he has sold when no one has bought as to say he has taught when no one has learned.

The notion that "applied" knowledge is somehow less worthy than "pure" knowledge, was natural to a society in which all useful work was performed by slaves and serfs, and in which industry was controlled by the models set by custom rather than by intelligence. Science, or the highest knowing, was then identified with pure theorizing, apart from all application in the uses of life; and knowledge relating to useful arts suffered the stigma attaching to the classes who engaged in them.

I do not think that any thorough-going modification of college curriculum would be possible without a modification of the methods of instruction.

Nature as a whole is a progressive realization of purpose strictly comparable to the realization of purpose in any single plant or animal.